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Report the calculated survival frequencies (these will be in decimal form) of each phenotype of shell bugs at each generation for Exercise 2A and 2B. Two simple tables would be preferred.

Question 2

The procedure asked you to graph the survival frequencies of the two phenotypes of shell bug for the two different sized populations. Look at the two graphs that you plotted for Exercise 2A and 2B. Consider their similarities and differences. Explain how genetic drift effects the phenotype proportions differently in the large (150) population and the small (50) population. Do the different phenotypes trend steadily up or down or do they fluctuate? Do they stay the same over the generations? Consider each of these question for each sized population.

Question 3

Write a Discussion/Conclusion to Exercise 1. An appropriate discussion is a paragraph or two that includes identification and restatement of the hypothesis, a sentence that definitively states whether or not your data supported (NOT PROVED) your hypothesis followed by specific examples from your data that defends that statement of support of lack of support. There should be an explanation of the concept being investigated (how predators can influence a phenotype frequency), and finally describe anything that occurred during the experiment that may have biased your results (i.e. trouble with calculations, dog ate your data sheet, children at your shell bugs, etc.) This question is worth 4 points. You should have at least four sentences.

Question 4

Evolution is defined in your lab procedures a "changes in the frequency of a particular phenotype over several generations". Look at your data table for Exercise 1. Did your population of shell bugs should undergo evolution. How do you know?